Proposição de sequência didática para o tema eletroquímica no ensino técnico subsequente abordando as temáticas química verde, sustentabilidade e educação ambiental

Abstract

Green Chemistry has been gaining space and importance over the years in the mediation of Chemical contents in Basic Education, bringing with it a study proposal for greener chemical processes with a view to Sustainability and Environmental Education, starting from the need to discuss these themes in the different stages and educational modalities. Therefore, this research consists of the elaboration and validation of an educational product in the Didactic Sequence format with a view to exploring the themes Green Chemistry, Sustainability and Environmental Education articulated to chemical knowledge in Electrochemistry and corrosion. The search for differentiated teaching and learning resources and strategies had central attention in the organization of the material, which was guided by the methodology of the Three Pedagogical Moments, with the aim of making the classes more interesting and stimulating for the students. The elaborate Didactic Sequence was composed of five didactic units covering resources such as videos, images, texts and diversified activities. The validation of the product prototype took place with teachers of the Chemistry curricular component working in Basic Education through the proposition of a data collection instrument based on the communicational, conceptual and pedagogical axes to guide the evaluation by peers. The Didactic Sequence was implemented with Professional Education students in a Technical Course in Subsequent Chemistry from which four activities developed from the proposed educational product were selected. Quantitative data produced with peers and students were organized in graphs and charts and qualitative information had Content Analysis as an interpretation methodology. The results obtained indicated that, from the perspective of validation with the participating Chemistry teachers, that the proposed Didactic Sequence is satisfactory and meets adequate levels of quality and agreement in relation to the evaluation axes asked of the research participants. In terms of students, the results obtained from the proposed activities suggest positive appropriations in the integration of knowledge in electrochemistry and corrosion through the Methodology of the Three Pedagogical Moments proposed in the Didactic Sequence, mobilized from the themes Green Chemistry, Sustainability and Environmental Education.